Relevant bibliographies by topics / Cree children – Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Cree children – Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Cree children – Education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Cree children – Education"

1

Rangel, Rosiane Filipin, Regina Gema Santini Costenaro, Juliana Silveira Colomé, Silvia Maria de Oliveira Pavão, Camila Castro Roso, and Ana Carmem Schmitt. "University goes to school: approaches and interface between the fields of education and health." Revista de Enfermagem UFPE on line 5, no. 4 (May 31, 2011): 982. http://dx.doi.org/10.5205/reuol.1302-9310-1-le.0504201118.

Full text
Abstract:
ABSTRACTObjective: to promote the interdisciplinary relationship between pedagogical knowledge and the concepts and practices of health education within schools. Method: this is a descriptive exploratory study conducted in state schools in Santa Maria, with participation of 207 teachers. Results: indicate that the relationship between parents and children (49%) is the most discussed topic in the classroom. 24% said that the talks with health professionals have more success, and these are more prepared to work in health education with students, 12% express that the teacher must work health education in their discipline, 8% delegate the responsibility to science teachers and 2% believe it does not work. Teachers say the issues related to sexuality are far from being unveiled in the family, school and society. Conclusion: it is noted that the curriculum as a means that enables learning in health should address the real problems of life of students at school in a flexible, dynamic, ongoing and interdisciplinary way in collaboration with the various scientific fields. Descriptors: health; education; faculty, interdisciplinary research.RESUMOObjetivo: fomentar a relação interdisciplinar entre os conhecimentos pedagógicos e as noções e práticas de educação para a saúde no interior das escolas. Método: trata-se de um estudo descritivo exploratório, realizado em escolas públicas estaduais de Santa Maria, RS, com participação de 207 professores. O projeto foi aprovado pelo Comitê de Ética e registrado no CEP/UNIFRA: 262.2007.2 e no CONEP: 1246. Resultados: apontam que o relacionamento entre pais e filhos (49%) é o tema mais discutido em sala de aula. 24% afirmam que as palestras com os profissionais da saúde possuem mais êxito, além destes serem mais preparados para trabalhar a educação para a saúde com os alunos; 12% expressa que o professor deve trabalhar a educação para a saúde em sua disciplina, 8% delegam a responsabilidade aos professores de ciências e 2% acreditam que não funciona. Os professores afirmam que as questões relacionadas à sexualidade estão longe de serem desveladas na família, na escola e na sociedade. Conclusão: salienta-se que a organização curricular, como meio que possibilita a aprendizagem em saúde, deve abordar os problemas reais da vida dos alunos na escola de maneira flexível, dinâmica, permanente e de maneira interdisciplinar, em colaboração com as diferentes áreas do conhecimento científico. Descritores: saúde; educação; docentes; pesquisa interdisciplinar.RESUMENObjetivo: promover la relación interdisciplinaria entre el conocimiento y la enseñanza de los conceptos y prácticas de educación para la salud en escuelas. Método: se trata de un estudio descriptivo y exploratorio, realizado en las escuelas públicas de Santa Maria, en el Rio Grande do Sul, con la participación de 207 profesores. Resultados: la relación entre padres e hijos (49%) es el tema más discutido en el sala de aula. El 24% dijo que las conversaciones con los profesionales de la salud tienen más éxito, y estos están más preparados para trabajar en educación para la salud con los estudiantes, el 12% expresa que el maestro debe trabajar para la educación sanitaria en su disciplina, el 8% delega la responsabilidad de los profesores de ciencias y el 2% cree que no funciona. Los profesores dijo que las cuestiones relacionadas con la sexualidad están lejos de ser presentadas en familia, escuela y sociedad. Conclusión: se observa que el plan de estudios como un medio que permite el aprendizaje en materia de salud debe abordar los problemas reales de la vida de los estudiantes en la escuela, de una manera flexible, dinámica, continua e interdisciplinaria, en colaboración con los diferentes campos científicos. Descriptores: salud; educación; docentes; investigación interdisciplinaria.
APA, Harvard, Vancouver, ISO, and other styles
2

Chapple, Eve, and Helen Raptis. "From Integration to Segregation: Government Education Policy and the School at Telegraph Creek, British Columbia, 1906–1951." Journal of the Canadian Historical Association 24, no. 1 (May 12, 2014): 131–62. http://dx.doi.org/10.7202/1024999ar.

Full text
Abstract:
This article explores the unique circumstances surrounding the provincial school at Telegraph Creek in northwestern British Columbia, which was initially established for white settler children by Presbyterian missionaries in 1906. Local public school trustees permitted the attendance of Indigenous (specifically Tahltan) children year after year to maintain the minimum enrolment required to receive provincial funding. Combined with an annual tuition grant from the Department of Indian Affairs for the schooling of status Indian children, the Telegraph Creek public school functioned as an integrated school until provincial, federal, and missionary authorities interfered in the 1940s. This paper demonstrates how decisions made by both provincial and Indian Affairs officials leading up to the 1949 cost-sharing agreement to build a new school at Telegraph Creek were far from benign. Indigenous children in northwest British Columbia became the objects of a post-war educational policy that promoted integrated schooling and, ironically, facilitated segregation.
APA, Harvard, Vancouver, ISO, and other styles
3

Costa, Cassiane Iacana da, and Nicole Ruas Guarany. "A percepção da criança típica sobre a criança com deficiência em uma escola do ensino regular da rede pública da cidade de Pelotas." Revista Educação e Emancipação 12, no. 2 (May 31, 2019): 274. http://dx.doi.org/10.18764/2358-4319.v12n2p274-291.

Full text
Abstract:
O presente estudo tem como objetivo identificar a percepção da criança típica em relação à convivência com a criança com deficiência dentro do ambiente escolar, observando suas interações e seu conhecimento referente à deficiência, além de verificar a importância da colaboração de um profissional da terapia ocupacional dentro desse espaço. É um estudo de caráter qualitativo, sendo utilizado como material de avaliação um questionário aberto sobre a percepção da criança típica em relação ao colega com deficiência, um questionário para coleta de dados demográficos e um questionário a ser respondido em forma de desenho pelas crianças. A análise de dados qualitativos de Bardin (1977) foi empregada para interpretar os resultados das entrevistas. Participaram do estudo oito crianças entre 5 e 8 anos de idade. Os resultados demonstraram que as crianças típicas não compreendem o termo deficiência como algo que exclui a participação do colega com deficiência das atividades escolares, entretanto sabem observar as limitações apresentadas. Neste estudo, as crianças típicas não demonstraram preconceito em relação às diferenças, mas reproduziram percepções construídas socialmente, retratando os pensamentos de pessoas de sua convivência sobre a criança com deficiência. Acredita-se que a convivência entre as crianças produz uma sociedade mais diversa e aberta a conviver com as diferenças.Palavras-chave: Deficiência. Inclusão Escolar. Terapia Ocupacional.The perception of the typical child about the disabled child in a school of regular education of the public network of the city of Pelotas ABSTRACTThe objective of this study is to identify the typical child's perception regarding the coexistence with the child with disabilities within the school environment, observing their interactions and their knowledge regarding the disability, as well as to verify the importance of the collaboration of an occupational therapy professional within space. It is a qualitative study, being used as an evaluation material an open questionnaire about the typical child's perception in relation to the colleague with a disability, a questionnaire for the collection of demographic data and a questionnaire to be answered in the form of a drawing by the children. Bardin's (1977) qualitative data analysis was used to interpret the interview results. Eight children between 5 and 8 years of age participated in the study. The results showed that typical children do not understand the term disability as something that excludes the participation of the disabled classmate of the school activities, however they know to observe the presented limitations. In this study, typical children did not show prejudice in relation to differences, but reproduced socially constructed perceptions, portraying the thoughts of people living with them about the disabled child. It is believed that the coexistence between children produces a society more diverse and open to live with the differences.Keywords: Disability. School Inclusion. Occupational Therapy.La Percepción del niño típico sobre el niño con discapacidad en una escuela de enseñanza regular de la red pública de la ciudad de PelotasRESUMENEl presente estudio tiene como objetivo identificar la percepción del niño típico con relación a la convivencia con el niño con discapacidad dentro del ambiente escolar, observando sus interacciones y su conocimiento referente a la discapacidad, además de verificar la importancia de la colaboración de un profesional de la terapia ocupacional dentro de ese espacio. Es un estudio de carácter cualitativo, siendo utilizado como material de evaluación un cuestionario abierto sobre la percepción del niño típico con relación al compañero con discapacidad, un cuestionario para la recogida de datos demográficos y un cuestionario a ser respondido en forma de dibujo por los niños. El análisis de datos cualitativos de Bardin (1977) fue empleado para interpretar los resultados de las entrevistas. En el estudio participaron ocho niños entre 5 y 8 años de edad. Los resultados demostraron que los niños típicos no entienden el término deficiencia como algo que excluye la participación del compañero con discapacidad de las actividades escolares, sin embargo saben observar las limitaciones presentadas. En este estudio, los niños típicos no mostraron prejuicio con relación a las diferencias, pero reprodujeron percepciones construidas socialmente, retratando los pensamientos de personas de su convivencia sobre el niño con discapacidad. Se cree que la convivencia entre los niños produce una sociedad más diversa y abierta a convivir con las diferencias.Palabras clave: Discapacidad. Inclusión Escolar. Terapia Ocupacional.
APA, Harvard, Vancouver, ISO, and other styles
4

Dickson, Brice, and Conor McCormick. "The right to education for humanity." Northern Ireland Legal Quarterly 67, no. 4 (December 1, 2016): 409–32. http://dx.doi.org/10.53386/nilq.v67i4.128.

Full text
Abstract:
This article begins by briefly surveying relevant international human rights law concerning the right to education and critiques its failure to guarantee children an education which is free from parental and/or religious domination. It then makes a positive case for guaranteeing children the right to ‘education for humanity’, meaning an education which equips them to be citizens of the world rather than captives of a particular creed, view of history or community tradition. It argues that conflicts could be reduced if schools were to focus on conveying an understanding of a wide range of beliefs and cultures. The piece then tests this position by considering the current education system in Northern Ireland, looking at six dimensions to the ongoing influence of religion on that system. It makes some suggestions for reform and ends with a more general proposal for a guaranteed right to education for humanity worldwide.
APA, Harvard, Vancouver, ISO, and other styles
5

Steineker, Rowan Faye. "“Fully Equal to That of Any Children”: Experimental Creek Education in the Antebellum Era." History of Education Quarterly 56, no. 2 (May 2016): 273–300. http://dx.doi.org/10.1111/hoeq.12183.

Full text
Abstract:
During the 1840s and 1850s, members of the Creek Nation rejected schools as a colonial tool and instead experimented with various forms of education to fit their own local and national needs. Diverse individuals and communities articulated educational visions for their nation in conversation with fellow citizens, national leaders, and U.S. educators. Rather than embrace education to assimilate into the American republic, Creeks turned to schools and English literacy as one strategy to shape their own society and defend it from further Euro-American colonial policies. By the end of the 1850s, they had established a fledgling national school system consisting of both neighborhood and mission schools. These institutions reflected and reinforced changes in race, class, gender, culture, and religion in the antebellum Creek Nation.
APA, Harvard, Vancouver, ISO, and other styles
6

Fernandes, Mariana BF, Rossana VM López, Maria P. de Albuquerque, Anna C. Marchesano, Ana PG Clemente, Vinícius JB Martins, and Ana L. Sawaya. "A 15-year study on the treatment of undernourished children at a nutrition rehabilitation centre (CREN), Brazil." Public Health Nutrition 15, no. 6 (October 19, 2011): 1108–16. http://dx.doi.org/10.1017/s1368980011002758.

Full text
Abstract:
AbstractObjectiveTo build a life table and determine the factors related to the time of treatment of undernourished children at a nutrition rehabilitation centre (CREN), São Paulo, Brazil.DesignNutritional status was assessed from weight-for-age, height-for-age and BMI-for-age Z-scores, while neuropsychomotor development was classified according to the milestones of childhood development. Life tables, Kaplan–Meier survival curves and Cox multiple regression models were employed in data analysis.SettingCREN (Centre of Nutritional Recovery and Education), São Paulo, Brazil.SubjectsUndernourished children (n 228) from the southern slums of São Paulo who had received treatment at CREN under a day-hospital regime between the years 1994 and 2009.ResultsThe Kaplan–Meier curves of survival analysis showed statistically significant differences in the periods of treatment at CREN between children presenting different degrees of neuropsychomotor development (log-rank = 6·621; P = 0·037). Estimates based on the multivariate Cox model revealed that children aged ≥24 months at the time of admission exhibited a lower probability of nutritional rehabilitation (hazard ratio (HR) = 0·49; P = 0·046) at the end of the period compared with infants aged up 12 months. Children presenting slow development were better rehabilitated in comparison with those exhibiting adequate evolution (HR = 4·48; P = 0·023). No significant effects of sex, degree of undernutrition or birth weight on the probability of nutritional rehabilitation were found.ConclusionsAge and neuropsychomotor developmental status at the time of admission to CREN are critical factors in determining the duration of treatment.
APA, Harvard, Vancouver, ISO, and other styles
7

Ribeiro, Suzana Lopes Salgado, and Gisele Karina Leal. "Educação inclusiva e história oral: narrativas de professores sobre a deficiência na infância." Revista Observatório 2, no. 1 (May 1, 2016): 161. http://dx.doi.org/10.20873/uft.2447-4266.2016v2n1p161.

Full text
Abstract:
Este artigo apresentará uma discussão sobre a educação inclusiva e noções de deficiência. As reflexões são resultado de um estudo que produziu quatro narrativas (registradas por meio da história oral) em que se revelaram concepções sobre a deficiência elaboradas por professores que convivem com crianças com deficiência. Os objetivos do texto são, portanto, apresentar um repertório teórico que dá base para as leituras feitas das entrevistas; refletir sobre como se produziu os registros por meio da história oral; e apontar reflexões iniciais sobre o que aparece em comum nessas narrativas dos professores. A análise inicial que apresentamos aqui se norteia pelas contribuições da linha de estudos teóricos chamados disability studies e pela leitura das narrativas. Tal diálogo permitiu compreender como se dá a construção de sentidos e de significados relacionados à criança com deficiência para esses sujeitos. O estudo preocupa-se com tais concepções, pois acredita que podem influenciar nos contextos de formação, no seu desenvolvimento humano e processos identitários. Palavras-chave: Educação inclusiva, história oral, narrativa, deficiência, identidade AbstractThis paper will present a discussion on inclusive education and disability. The reflections are the result of a study that produced four narratives (recorded through Oral History) that proved concepts on disability prepared by teachers and parents living with children with disabilities. The text's objectives are therefore present a theoretical repertoire that gives basis for the readings of the interviews; reflect on how to produce the records through oral history; and point out initial reflections on what appears in common in these narratives of parents and teachers. The initial analysis presented here was guide by the theoretical line contributions call by disability studies and by the narratives reading. Such dialogue allows us to understand how is the construction of senses and meanings related to the child with disabilities for these subjects. The study is concerned with such concepts, as it believes that they can influence the formation of contexts in its human development and identity processes. Keywords: Inclusive education, oral history, narative, disability, identity ResumenEn este artículo se presentará una discusión sobre educación inclusiva y las nociones de deficiencia. Las reflexiones son el resultado de un estudio que produjo cuatro narrativas (grabado a través de la historia oral) que resultó conceptos sobre deficiencia preparados por los profesores y los padres que viven con los niños con deficiencia. Los objetivos del texto, por tanto, se presentará un repertorio teórico que da base para las lecturas de las entrevistas; reflexionar sobre cómo producir los registros a través de la historia oral; y señalar reflexiones iniciales sobre lo que aparece en común en estos relatos de padres y maestros. El primer análisis que aquí se presenta se basa en los aportes de la línea de los estudios teóricos y llamada la disability studies mediante la lectura de los relatos. Este diálogo nos permite entender cómo es la construcción de sentidos y significados relacionados con el niño con deficiencia para estos temas. El estudio se ocupa de tales conceptos, ya que cree que pueden influir en la formación de los contextos en sus procesos de desarrollo y la identidad humana. Palabras clave: Educación inclusiva, historia oral, narración, deficiencia, identidad. Disponível em:Url:http://opendepot.org/2775/Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks):Issuu / Calameo
APA, Harvard, Vancouver, ISO, and other styles
8

Saint-Orens, Lene, and Fikile Nxumalo. "Engaging With Living Waters: An Inquiry Into Children’s Relations With a Local Austin Creek." Journal of Childhood Studies 43, no. 1 (June 8, 2018): 68–72. http://dx.doi.org/10.18357/jcs.v43i1.18266.

Full text
Abstract:
This article focuses on the inclusion of local environmental education for a class of kindergarten children in Austin, Texas. The purpose is to inspire educators to include local waterways as a compelling source for children to learn alongside environmental challenges in their immediate contexts, to learn how to live in reciprocal relations with water, and to care for water as essential to all life on earth.
APA, Harvard, Vancouver, ISO, and other styles
9

Alves Vieira, Maria de Fátima, Alexandre Arcanjo Ferraro, Maria Helena do Nascimento Souza, Maria Tereza B. Fernandes, and Ana Lydia Sawaya. "Height and weight gains in a nutrition rehabilitation day-care service." Public Health Nutrition 13, no. 10 (March 3, 2010): 1505–10. http://dx.doi.org/10.1017/s1368980010000273.

Full text
Abstract:
AbstractObjectiveTo evaluate nutritional recovery patterns in 106 undernourished children assisted by the Center of Nutritional Recovery and Education (CREN, in Portuguese) between January 1995 and December 1999.DesignCREN assists undernourished children aged 0 to 72 months living in the southern regions of Sao Paulo, in an outpatient setting. Nutritional status was assessed by Z-scores of weight-for-age, height-for-age and weight-for-height. Nutritional recovery evaluation considered Z-score gains in weight-for-age and height-for-age, grouping into four categories (Z-score increment of 0·50 between groups). Children with birth weight less than 2500 g were classified as low birth weight (LBW), while those born at term and with LBW were classified as small for gestational age.SettingCREN (Center of Nutritional Recovery and Education in Portuguese), Sao Paulo, Brazil.SubjectsOne hundred and six children from CREN.ResultsAmong the 106 evaluated children, ninety-eight (92·5 %) recovered their weight or height and seventy-two (67·9 %) recovered both. Nearly half of studied children presented a nutritional recovery (increase in Z-score) of more than 0·50 in height-for-age (46·2 %) and about 40 % in weight-for-age (38·7 %). Multivariate analysis showed that treatment duration and initial weight-for-age contributed to weight-for-age Z-score increment, explaining 25 % of the variation; and treatment duration, initial height-for-age and weight-for-age Z-score increment contributed to height-for-age Z-score increment, explaining 62 % of the variation.ConclusionsOur findings show that nutritional recovery among children who attended CREN was influenced primarily by the degree of nutritional deficit at admission. It has also been shown that biological variables are more important than socio-economic status in determining the rate of nutritional recovery.
APA, Harvard, Vancouver, ISO, and other styles
10

Saputra, Febri, and Taklimudin Taklimudin. "Pendidikan Agama Islam Pada Anak Yang Berhadapan Dengan Hukum di Lapas Klas IIa Curup." BELAJEA: Jurnal Pendidikan Islam 2, no. 2 (December 28, 2017): 157. http://dx.doi.org/10.29240/bjpi.v2i2.308.

Full text
Abstract:
This research analyzes about Education Islamic on children facing the law in Prisons class IIA Curup. The study is motivated by the importance of Islamic religious education for child prisoners. As already mentioned in UU Number 11 years 2012 on the juvenile justice sytem, that the prison children are entitled to receive education adn training during their stay in prison, as has been done in prisons Klas IIA Curup. Prisons class IIA Curup serve as a source of data because to geta portrait of Islamic religious education, an then can be used as a model for coaching other prison. In this case, islamic religious learning has an important role inthe process of coaching, because one of their awareness is to restore the religion. Inthe process of learning educators provide material that includes the Qur’an, creed, morals shariah worship, but more emphasis on moral material. The methods used in leaarning Islamic religious education in prisons class IIA Curup include; method of guidance based on situation, individual coaching method, group coaching method, suggestion outo ethod, refraction method, advice method, deductive method, lectur method, question and answer method and discussion method. Media used by the blackboard, texbooks and teachers themselves as a demonstrations tool. As for evaluation in learning Islamic religious education prison class IIA Curup is the assessment of tasks and tests given to children.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Cree children – Education"

1

Pickering, Joyce. "The prevalence of cigarette smoking and the evaluation of an anti-smoking guide among Cree Indian school children /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64048.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Disbray, Samantha. "More than one way to catch a frog : a study of children's discourse in an Australian contact language /." Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/8533.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Cree children – Education"

1

Peterfy, Ida. Catechist companion: Ready-to-use lesson plans : creed, sacraments, commandments, and saints. Chicago, IL: Liturgy Training Publications, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

L, Liechty Anna, ed. Hymn stories for children. Grand Rapids, MI: Kregel Resources, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

L, Liechty Anna, ed. Hymn stories for children. Grand Rapids, MI: Kregel Publications, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wezeman, Phyllis Vos. Hymn stories for children. Grand Rapids, MI: Kregel Publications, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wezeman, Phyllis Vos. Hymn stories for children. Grand Rapids, MI: Kregel Resources, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

L, Liechty Anna, ed. Hymn stories for children. Grand Rapids, MI: Kregel Resources, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Diane, Colcord, United States. Bureau of Land Management. Stateline Resource Area, and Nevada Wildlife Federation, eds. Children's discovery trail guide, Lost Creek: Red Rock Canyon recreation lands. Las Vegas, Nev.?]: U.S. Department of the Interior, Bureau of Land Management, Stateline Resource Area, Las Vegas District, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

L, Liechty Anna, ed. Hymn stories for children: The Christmas season. Grand Rapids, MI: Kregel Publications, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Children in the church today: An Orthodox perspective. Crestwood, N.Y: St. Vladimir's Seminary Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Posada, Isabel Corpas de. Creer con los hijos y con los nietos: Cómo respondemos a sus preguntas acerca de la fe? Bogotá, Colombia: Aguilar, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Cree children – Education"

1

Blancas, Maria, Cristina Valero, Anna Mura, Vasiliki Vouloutsi, and Paul F. M. J. Verschure. "“CREA”: An Inquiry-Based Methodology to Teach Robotics to Children." In Robotics in Education, 45–51. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26945-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

"Children’s Radio Education Workshop (CREW)." In Work with Youth in Divided and Contested Societies, 247–48. Brill | Sense, 2007. http://dx.doi.org/10.1163/9789087903695_025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Papadakis, Stamatios, and Michail Kalogiannakis. "Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics." In Advances in Early Childhood and K-12 Education, 289–309. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4576-8.ch011.

Full text
Abstract:
It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.
APA, Harvard, Vancouver, ISO, and other styles
4

Papadakis, Stamatios, and Michail Kalogiannakis. "Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, 926–47. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch040.

Full text
Abstract:
It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.
APA, Harvard, Vancouver, ISO, and other styles
5

Blancas, Maria, Cristina Valero, Vasiliki Vouloutsi, Anna Mura, and Paul F. M. J. Verschure. "Educational Robotics." In Handbook of Research on Using Educational Robotics to Facilitate Student Learning, 41–67. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6717-3.ch002.

Full text
Abstract:
The aim of this work is two-fold. On the one hand, the authors wish to provide relevant information to educators willing to develop an educational robotics (ER) curriculum. They thus provide the current state of the art in the field of ER and the various approaches reported in the literature. They also provide examples of how computational thinking (CT) can be applied in ER and main theories behind ER: constructivism, constructionism, and inquiry-based learning. As ER requires problem-solving abilities, they discuss the link between CT and metacognition, which is considered one of the required educational improvements of the 21st century (also related to the role of gender in STEM methodologies). On the other hand, they wish to present their methodology to teach coding and ER (coding robots through exploring their affordances – CREA), how it was designed, and its main outcomes. It aims at teaching programming and robotics to children in primary school, focusing not on only the performance of the students, but also the cultivation of collaboration, communication, creativity, and critical thinking.
APA, Harvard, Vancouver, ISO, and other styles
6

Mori, Biancamaria. "Gamification." In Virtual and Augmented Reality in Education, Art, and Museums, 81–92. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1796-3.ch005.

Full text
Abstract:
This chapter will discuss Gamification and video games, analyzing their peculiarities. After a brief historical introduction to the disciplines that intertwine the design of Gamification applications, such as User interaction, User Interface, and Game Design, authors analyze the real areas in which Gamification can be applied with verifiable results, citing scientific studies and examples of applications. We will see then how from the video games Toca Boca for children, to the “tourist” version of Assassin's Creed Oringis presented at the British Museum, up to the latest interactive applications for business training, the techniques of the game are exceeding the playful areas to make more deep human interaction with the real surrounding it.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Cree children – Education"

1

Boone, Peter, Ila Fazzio, Kameshwari Jandhyala, Chitra Jayanty, Gangadhar Jayanty, Simon Johnson, Vimala Ramachandrin, Filipa Silva, and Zhaoguo Zhan. The Surprisingly Dire Situation of Children's Education in Rural West Africa: Results from the CREO Study in Guinea-Bissau (Comprehensive Review of Education Outcomes). Cambridge, MA: National Bureau of Economic Research, April 2013. http://dx.doi.org/10.3386/w18971.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Cree children – Education' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography